The role of mentoring in shaping the subjectivity of young scientists in the educational process

the article is devoted to the study of the role of mentoring in the formation of subjectivity of young scientists in the educational process. The importance of cooperation in the scientific field has increased, taking into account the growing demands on the scientific activity of students and young professionals. The article examines the main aspects of mentoring, its impact on the development of professional and personal qualities, as well as on the scientific activities of young scientists. Special attention is paid to mentoring models such as individual, group, and network mentoring and their effectiveness in different educational contexts. The key elements of successful mentoring are identified: support in professional development, the formation of scientific identity, the development of critical thinking and independent work skills. Based on a survey of master students, an analysis of the impact of mentoring on the effectiveness of scientific activity in general, and on the perception of subjectivity of young scientists, in particular, was carried out. The results showed that the presence of a mentor has a noticeable, but not critical, impact on the development of scientific and professional activities of young scientists. Master students noted that the impact of mentoring is not always decisive. After reviewing the existing regional mentoring programs, the authors propose ways to improve mentoring programs in higher education institutions, which can contribute to more effective support for young scientists at different stages of their professional and scientific path.

mentoring, young scientists, subjectivity, educational process, scientific activity, professional qualities, personal qualities